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Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

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